Elementary Preservice Teachers’ Trajectories for Appropriating Engineering Design–Based Science Teaching

2021 ◽  
Author(s):  
Brenda M. Capobianco ◽  
Jeffrey Radloff
Keyword(s):  
Preservice Teachers ◽  
Engineering Design ◽  
Science Teaching ◽  
Elementary Preservice Teachers

scholarly journals Helping elementary preservice teachers learn to use curriculum materials for effective science teaching

2008 ◽  
Vol 92 (2) ◽  
pp. 345-377 ◽  
Author(s):  
Christina V. Schwarz ◽  
Kristin L. Gunckel ◽  
Ed L. Smith ◽  
Beth A. Covitt ◽  
Minjung Bae ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Science Teaching ◽  
Curriculum Materials ◽  
Elementary Preservice Teachers ◽  
Effective Science ◽  
Effective Science Teaching

scholarly journals A Decolonial Moment in Science Education: Using a Socioscientific Issue to Explore the Coloniality of Power

2017 ◽  
pp. 1061-1085
Author(s):  
Lyn Carter
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Science Teaching ◽  
Knowledge Production ◽  
Power Relations ◽  
Guided Reading ◽  
Development Project ◽  
Socioscientific Issue ◽  
Elementary Preservice Teachers ◽  
Fashion Designer

Decolonialism as a politically engaged endeavour interrogating enduring colonial knowledge production is essential to any discussion of global injustices including those that sociocultural approaches to science education seek to challenge and ameliorate. This paper describes a decolonial moment in my own science teaching to undergraduate primary (elementary) preservice teachers around a socioscientific issue of Ethical Clothing/Fashion. The decolonial moment consists of a semiotically guided reading of some of fashion designer Vivienne Westwood’s promotional photographs for The Ethical Fashion Initiative (EFI), a development project in Kenya. Through this reading, differing social and power relations emerge than probably intended, aimed at unsettling the Eurocentric colonial discourses that many students carry with them into the classroom. The paper concludes with a review of both my own, and the pre-service teachers’ reflections on our learning.

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